Wokeness as a Factor Shaping Teachers’ Conceptions Learners with Special Needs (LSN) vis-à-vis Inclusive Education
Balangao National High School (DepEd)
Natan National High School (DepEd)
Natan National High School (DepEd)
Western Mindanao State University
DOI:
https://doi.org/10.56943/jmr.v5i2.967This study explored how social media wokeness shaped teachers’ conceptions of learners with disability within the context of inclusive education. Specifically, it examined (1) teachers’ conceptualizations of wokeness in relation to their professional identity, (2) their role in upholding inclusive values in digital spaces, and (3) the strategies they employed to maintain professional ethics when engaging online. A qualitative exploratory design was utilized, involving ten elementary teachers from the Diplahan District. Data were collected through semi-structured interviews complemented by pakikipagkwentuhan to encourage open and culturally grounded dialogue. Thematic analysis guided the data analysis process. Findings revealed that teachers understood wokeness as heightened awareness and advocacy for inclusion, closely linked to their professional identity and ethical responsibility. Participants recognized their duty to model respectful digital behavior, promote critical digital citizenship, and safeguard learners’ online well-being. They also demonstrated concrete strategies such as practicing responsible communication, verifying information, and maintaining professional boundaries and confidentiality. The study concludes that teachers critically navigate social media and integrate its influence into their commitment to inclusive education. It recommends sustained reflective digital engagement among teachers and continued research on how digital discourse influences inclusive practices in Philippine educational settings.
Keywords: Ethical Responsibility Inclusive Education LSN Social Media Wokeness
Agoi, M. A., Sain, Z. H., Oshinowo, O. R., & Agoi, O. O. (2025). A SURVEY ON THE IMPORTANCE AND IMPACT OF THE INTERNET ON LIFE-LONG EDUCATION: IMPLICATION FOR EDUCATIONAL DEVELOPMENT. Acitya Wisesa: Journal of Multidisciplinary Research, 4, 28–42. https://doi.org/10.56943/jmr.v4i3.580
Ainscow, M. (2025). 11: Promoting inclusion and equity in education: Learning from international experiences. A Research Agenda for Inclusive Education, 147–162.
Aquino, J. M. D., & San Luis, C. P. (2025). The Role of Student Leadership in Academic Achievement: a Pathway to Framework Development. International Journal of Evaluation and Research in Education, 14(5), 3675–3685. https://doi.org/10.11591/ijere.v14i5.34569
Barroso-Moreno, C., De Las Heras-Cuenca, A. M., Bañares-Marivela, E., & Rayón-Rumayor, L. (2024). Categorising inclusive education and disability narratives, actors and expertise on Instagram, YouTube and Twitter. Journal of New Approaches in Educational Research 2024 13:1, 13(1), 1–19. https://doi.org/10.1007/s44322-024-00016-7
Beltran, K. A., Agripa, S. A., Bustarga, A. J. O., Cruz, K. B. Dela, Marmol, S. L., & Morallo, S. J. A. (2025). Practices and Challenges in Implementing Inclusive Education in Philippine Elementary Schools. Journal of Education Research, 6(1), 8–22. https://doi.org/10.37985/jer.v6i1.2251
Bilbao, P. P., Corpuz, B. B., Liagas, A. T., & Salandanan, G. G. (2006). The Teaching Profession. Lorimar Publishing.
Braun, V., & Clarke, V. (2022). Thematic Analysis : A Practical Guide. SAGE.
Carpenter, J. P., Morrison, S. A., Rosenberg, J. M., & Hawthorne, K. A. (2023). Using social media in pre-service teacher education: The case of a program-wide Twitter hashtag. Teaching and Teacher Education, 124, 104036. https://doi.org/10.1016/j.tate.2023.104036
Code of Ethics for Proffesional Teachers. (n.d.).
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth). SAGE Publication, Inc.
Creswell, J. W., & Poth, C. N. (2024). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications Ltd.
Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review, 34(4), 2609–2660. https://doi.org/10.1007/s10648-022-09695-0
Florian, L., & Black Hawkins, K. (2013). Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813–828. https://doi.org/10.1080/01411926.2010.501096
Implementing Rules and Regulations of the Data Privacy Act of 2012. (n.d.). National Privacy Comission.
Jardinez, M. J., & Natividad, L. R. (2024). The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom. Shanlax International Journal of Education, 12(2), 57–65. https://doi.org/10.34293/education.v12i2.7182
Joaquin, J. J. B., Biana, H. T., & Dacela, M. A. (2020). The Philippine Higher Education Sector in the Time of COVID-19. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.576371
Kauffman, J. M., & Hornby, G. (2020). Inclusive Vision Versus Special Education Reality. Education Sciences 2020, Vol. 10, Page 258, 10(9), 1–13. https://doi.org/10.3390/educsci10090258
Madeloso, L. D., Mahinay, H. M., Mahinay, Sergio, J. D., Escote, A. D., Catulong, R. M. S., Sagun, F. S. B., Jorillo, V. I. B., Cablay, J. M. A., Masukat, S. K., & Tagol, A. C. (2023). VOTING BEHAVIOR IN 2022 NATIONAL ELECTION: A CAUSAL-COMPARATIVE AND CORRELATIONAL STUDY. European Journal of Education Studies, 10(5). https://doi.org/10.46827/ejes.v10i5.4783
Manca, S., Bocconi, S., & Gleason, B. (2021). “Think globally, act locally”: A glocal approach to the development of social media literacy. Computers & Education, 160, 104025. https://doi.org/10.1016/j.compedu.2020.104025
Marcelo, C., & Yot-Domínguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975–988. https://doi.org/10.1080/0309877X.2018.1429584
Marshall, P. L., & Wilson, J. (2025). Toward A Discourse on the Threat of Performative Wokeness to Justice Agendas in Education. Urban Education, 60(2), 404–433. https://doi.org/10.1177/00420859231153406
Merriam, S. B., & Tisdell, E. J. (2016). Qaulitative Research. In JOHN WILLY $ SONS INC. Jossey-Bass.
National adoption and Implementation of the Philippine Professional Standards for Teachers. (2017).
Navas-Bonilla, C. del R., Guerra-Arango, J. A., Oviedo-Guado, D. A., & Murillo-Noriega, D. E. (2025). Inclusive education through technology: a systematic review of types, tools and characteristics. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1527851
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847
Ocampo, N. D. de. (2023). Perceptions, Challenges and Effectiveness of Modular Distance Learning Approach to The Academic Performance of Humanities and Social Sciences (HUMSS) Students of Botolan National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 4(6), 1833–1848. https://doi.org/10.11594/ijmaber.04.06.09
Perez, E., Manca, S., Fernández-Pascual, R., & Mc Guckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 28(9), 11921–11950. https://doi.org/10.1007/s10639-023-11647-2
Policies, Standards, and Guidelines for Graduate Programs. (2019).
Policy Guidelines on the K to 12 Basic Education Program. (2019).
Prasad, A., & Śliwa, M. (2024). Critiquing the Backlash Against Wokeness: In Defense of DEI Scholarship and Practice. Https://Doi.Org/10.5465/Amp.2023.0066, 38(2), 245–259. https://doi.org/10.5465/amp.2023.0066
Punzalan, F. R. A., Bontuyan, J. O., Sachez, R. D., Pangilinan, A. M., & Sanchez, A. M. P. (2025). Teaching Learners with Special Educational Needs: A Descriptive-Correlational Study of Teachers’ Challenges, Coping Strategies, and Support Needs. International Journal of Open-Access, Interdisciplinary and New Educational Discoveries of ETCOR Educational Research Center (IJOINED ETCOR), 4(3). https://doi.org/10.63498/etcor428
Raguindin, P. Z. J., & Ping, L. Y. (2025). Key Competencies of Filipino Teachers for Inclusive Education: Insights from a Delphi Study. SAGE Open, 15(3), 1–20. https://doi.org/10.1177/21582440251351731
Republic Act No. 11650. (2022).
Republic Act No. 7277 . (1992).
Sain, Z. H., Aziz, A. L., Lawal, U. S., Abdullah, N., & Sain, S. H. (2025). EVALUATING THE IMPACT OF DIGITAL TRANSFORMATION ON PUBLIC SERVICE DELIVERY EFFICIENCY AND ACCOUNTABILITY. Journal of Multidisciplinary Research, 4(4), 1–14. https://doi.org/10.56943/jmr.v4i4.868
Tarantino, G., Makopoulou, K., & Neville, R. D. (2022). Inclusion of children with special educational needs and disabilities in physical education: A systematic review and meta-analysis of teachers’ attitudes. Educational Research Review, 36(4), 1–14. https://doi.org/10.1016/j.edurev.2022.100456
Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Handbook of Qualitative Research in Psychology. In The SAGE Handbook of Qualitative Research in Psychology. SAGE Publications. https://doi.org/10.4135/9781526405555.n2
Tibaldo, J. S. (2022). Media and Information Literacy (MIL) competencies of language and communication students. Journal of Media Literacy Education, 14(2), 44–57. https://doi.org/10.23860/JMLE-2022-14-2-4
UNESCO. (2017). A Guide for Ensuring Inclusion and Equity in Education. In A Guide for ensuring inclusion and equity in education. United Nations Educational, Scientific and Cultural Organization,. https://doi.org/10.54675/mhhz2237
Willis, A., Grainger, P., Thiele, C., Simon, S., Menzies, S., & Dwyer, R. (2023). The benefits and pitfalls of social media for teachers’ agency and wellbeing. Technology, Pedagogy and Education, 32(5), 621–637. https://doi.org/10.1080/1475939X.2023.2210585
